Infusing Web 2.0 and Cloud Apps

Wallwisher: An online “parking lot” Cloud application:

Wallwisher

Wallwisher’s interface presents refreshingly simple, with users posting short messages (typed in, 160 characters or less) on digital “stickies” to an online “corkboard” wall. However, for the innovative music educator, the app can inspire and facilitate an abundance of creative, and cognitively sophisticated (bumping into Quadrant D in the Rigor, Relevance, and Relationships Framework: http://www.leadered.com/rrr.html) learning strategies for music lessons, projects, and activities.

Rigor/Relevance Framework from the Internation Center for Leadership in Education

Music Classroom WallwisherProject Examples:

Student “ethnomusicologists” post “stickies” with names and information data about African instruments on gathered from cultural arts web sites during WebQuests focused on West African music and dance drumming ensembles (process can apply to any music research project) (Quadrant A). Student “ethnomusicologists” then, categorize the “instrument stickies” into world instrument classifications (Quadrant B).
Choir students complete definitions of music vocabulary words written (typed) on “vocal vocabulary stickies” posted to the wall and the reverse, where they write (type) in “vocal vocabulary” words correlated to definitions on teacher posted “stickies”(Quadrant B).
Students post “stickies” with short reflections about a listening of Johann Sebastian Bach’s, The Well Tempered Clavier, No. 1, in C Major, or Paul Winter’s, Wolf Eye’s (Quadrant C). The possibilities are limitless here.
Students post “critique stickies” guided by teacher posted “leading question stickies” following an in-school local philharmonic ensemble concert, or their own student performances (Quadrants B and C).
Students post “stickies” with recorder assessment criteria data (things they think make a good recorder player), then, sort the “criteria data stickies” into component categories to develop their own recorder class assessment rubric. Same process can be applied to rubrics for choir and band class. (I’m thinking this one bumps right up and over there into Quadrant D).

Wallwisher Resources:

Wallwisher: http://www.wallwisher.com

Web Sites With Suggestions For Using Wallwisher in the General Ed Classroom (can translate to music classroom):

https://docs.google.com/present/view?id=dhn2vcv5_436f8kscmdc
http://www.wallwisher.com/wall/XcfT46klpR
http://blog.simplek12.com/education/5-fantastic-ways-to-use-wallwisher-in-the-classroom/?utm_source=feedblitz&utm_medium=FeedBlitzEmail&utm_content=648760&utm_campaign=0
http://staffweb2tools.wordpress.com/walls
http://seanbanville.com/2010/06/26/wallwisher-105-classroom-idea
http://www.shambles.net/pages/learning/ict/wallwisher

Apps Similar To Wallwisher:

http://www.edistorm.com
http://www.similarsites.com/sites-like/wallwisher.com

Wallwisher Tutorials:

http://www.teachertrainingvideos.com/wall
http://www.youtube.com/view_play_list?p=7CFBFB4BC5B9CDFC
http://www.youtube.com/watch?v=PBn1EVzh6wk&feature=PlayList&p=7CFBFB4BC5B9CDFC&index=2
http://www.youtube.com/watch?v=APHZu4HNhqM&feature=PlayList&p=7CFBFB4BC5B9CDFC&index=1
http://www.youtube.com/watch?v=xTWoWbWMuvs&feature=related

How To Set Up A Wallwisher Wall:
//Wallwisher// Tutorial

Example Student Wallwisher Wall: Haley Comets Sticky Note Wall:

Infusing Wordles For Cross-Curricular Projects In The Music Classroom:

From Wikipedia:

The adage “A picture is worth a thousand words” refers to the idea that a complex idea can be conveyed with just a single still image. It also aptly characterizes one of the main goals of visualization, namely making it possible to absorb large amounts of data quickly.

One of the most facilitative and effective Web 2.0 vehicles for music educators to fuel collaborative, connective, cross-curricular, creativity and critical thinking driven, 21st Century Learning opportunities 21st Century Learning (on //Prez//i) in the music classroom is an uncomplicated and simply accessed word cloud application called

.

A Wordle is a Cloud app where you can create a word cloud (similar to a tag cloud) from any source text that you copy and past into an import window, paste the URL from a blog, blog feed, or any web page that has an RSS feed, or paste the URL from a social bookmarking web service (like Delicious and Diigo). Wordle word clouds give greater visual prominence to words that appear most frequently in your text and you can edit your Wordle with different fonts, layouts, and color schemes. The word cloud images that you create with Wordle can be embedded into your school blog site or web page, you can print them out to use with your document camera, and/or you can save them to the Wordle gallery to share with friends.

How To Create A Wordle:

Open the text source that you want to make a word cloud with.
Go to: http://www.wordle.net
Click on the Create tab in the top menu.
Copy and paste the text from the text source into the create window, then click on Go. Note: Wordle will delete punctuation marks, italic text, bullets, etc. from your text.
Click on the Font tab to select which font you want to use in your Wordle.
Click on the Language button to format the text in your Wordle. Among the options here are removing common words, removing numbers, presenting words upper and lower case, and getting a word count.
Click on the Layout tab to select the layout of your Wordle. There are several options here, but I like to use round edges and half and half horizontal/verticle. You can also opt for the words to appear in Alphabetical Order if you prefer.
Click on the Color tab to edit your color scheme of your Wordle. There are several pre-created options here, but you can edit a custom color palette with up to five colors if you prefer.
You'll need to enter the standard html color codes (ex. #000000-black and #FFFFFF-white, etc.). You can access a great HTML color code chart (VisiBone) here: http://html-color-codes.com
Click on the Open in Window button to view your Wordle bigger.
Think twice before clicking on the Randomize button to scatter the words in your Wordle unless you really want to do this.
Click on the Save to public gallery button to give your Wordle a title, put your name on it, and/or include a comment about it for the gallery post. When you click on the OK button your Wordle will post to the public gallery and an embed code will appear in a window below it for you to copy and paste. Important: Be sure to add a bookmark for your Wordle in your browser and/or at your favorite social bookmarking web service (like Delicious). I also like to also copy and paste both the web address from my browser address bar and the embed code into a text document for "just in case" storage and I also always capture a screen shot of my Wordles and save them as jpegs.
Click on print to simply print out your Wordle to use a hard copy with your document camera.

Infusing Wordles For Cross-Curricular Projects In The Music Classroom Resources:

Infusing Wordles For Cross-Curricular Projects In The Music Classroom Handout:

Infusing Wordles For Cross-Curricular Projects In The Music Classroom Handout.docx

Infusing Wordles For Cross-Curricular Projects In The Music Classroom handout (Google doc):
https://docs.google.com/document/d/1ZEW7Tvo9SFmy25Og8DWbS27CXzvxUt4CM8MrNqOGPhQ/edit?hl=en

Infusing Wordles For Cross-Curricular Projects In The Music Classroom Slideshare Presentation:

Infusing wordles for cross curricular projects in the music classroom

View more presentations from Wendy Bloom.

Infusing Wordles For Cross-Curricular Projects In The Music Classroom PowerPoint Presentation:

Infusing Wordles For Cross-Curricular Projects In The Music Classroom.pptx

Wordle and Prezi URLs and Embed Codes:

Infusing Wordles For Cross-Curricular Projects In The Music Classroom URL and embed code:
http://www.wordle.net/show/wrdl/2959167/Infusing_Wordles_For_Cross-Curricular_Projects_In_The_Music_Classroom_Wordle

21 st Century Learning Prezi URL and embed code:
http://prezi.com/tpzxrvdgv5s_/21st-century-learning

21st Century Learning on Prezi

Infusing Wordles For Cross-Curricular Projects In The Music Classroom URL and embed code:
http://www.wordle.net/show/wrdl/2959167/Infusing_Wordles_For_Cross-Curricular_Projects_In_The_Music_Classroom_Wordle

The Dream Keeper Project Wordle URL and embed code:
http://www.wordle.net/show/wrdl/2927792/The_Dream_Keeper

Infusing Wordles Into Music Lessons, Projects, and Activities:

By infusing music lessons, projects, and activities with Wordles derived from literary works in various language arts genres, such as poems, prose, limericks, nonsense words, haikus, stories, legends, folk tales, fairy tales, nursery rhymes, proverbs, narratives, song texts and lyrics, student authored writings and compositions, various forms of information and reference text, vocabulary words, and standards, anchor, KWL, rubric component and data charts, and learning scaffolds, music educators can unleash the power of the written and spoken word to:

Prepare Students To Learn

Introduce learning settings, map learning landscapes, and frontload and launch learning contexts to build background for learning, prompt students' writings.

Initiate essential questions to activate prior knowledge and instigate students to make learning connections from their own experiences and filters, determine student knowledge base and transition to interface windows of further learning.

Clarify Purpose

Impel student engagement and interaction, focus students' attention on new information to be covered, and frame the lesson to make information meaningful and relevant by telling “compelling stories”.

Integrate standards visuals, KWL charts, anchor charts, rubric component charts, and learning scaffolds.

Present New Learning

Invigorate rigor and relevance in instruction by providing visualization for the visual/linguistic learners (statistics say 60% of the population) in the classroom.

Intensify and clarify explicit instruction through visualization, chunking information, and providing visually focused think time.

Model

Transport and transfer modifications for learning styles (visual and linguistic learners) and accommodations for Special Needs and ESL learners during teacher modeling, mini-lessons, think alouds, read alouds, and re-teaching (formatting, language, font, color coding, layout).

Check for Understanding

Navigate differentiated instruction (content, process, product) learning activities by entry levels, interests, and learning profiles (multiple intelligences, cultural differences, modalities, etc.) (especially useful for facilitating questioning, flexible grouping, and enrichment).

Interpret critical words in stories, songs, and students' own creative, narrative and persuasive writings, locate power words, and sort and categorize music and other content area vocabulary word sets, organize inferences, and implant music concept words.

Practice

Propel critical thinking into synthesis by offering a format for manipulating newly learned information in rehearsal (rote and elaborative), guided practice, and review.

Connect learning across the curriculum to various content areas and accelerate information literacy.

Integrate (the written and spoken word) as the framework for music and movement activities (Orff methodology).

Inspire creativity, re-creation, and composition in music and other content areas (with //Wordles// serving as prompts or student end products).

Cultivate connectivity, collaborative learning, and innovation.

Assess

Drive formative and summative assessments.

Steer summary, journaling, reflective analysis, closure, and follow-up activities.

Infusing Wordle For Cross-Curricular Projects In The Music Classroom Project Example:

In an ongoing project entitled, The Dream Keeper (in conjunction with Dr. Martin Luther King Day on January 17), the Haley Elementary School Fifth Grade students will interact with the following Wordle word cloud created from the words of three jazz poems by Langston Hughes, The Dream Keeper, Dreams, and Dream Dust from the book, The Dream Keeper and Other Poems (Langston Hughes, illustrated by Brian Pinkney, New York: Alfred A. Knopf, (The Estate of Langston Hughes), 1994).
Note: You can access The Dream Keeper Project Plan and other resources at the Infusing Mus Across The Curriculum page at the

.

Wordle Related Project Objectives:

The students will perform and record (with a digital recorder) improvised and canonic readings of the Langston Hughes jazz poems (preceded by improvised chantings of the words in The Dream Keeper Wordle to enter into the context of improvisation) accompanied by improvised Dream Keeper motives on pitched percussion Orff instruments (metallophones and glockenspiels).
They will sing 3 Dream Ostinatos, accompanied by an improvised Dream Keeper jazz accompaniment using Orff instruments and unpitched percussion (teacher created Orff arrangement), then, perform the combined creative elements in rondo form.
They will create Dream Cloud visuals (by writing on Dream Clouds on their class’s The Dream Keeper Project SMART Notebook file page) about their own dreams and aspirations (by answering leading questions derived from the words in The Dream Keeper Wordle and cultural arts information web sites about Langston Hughes, then, write reflections (narrative writings) about their Dream Clouds (using a Dream Cloud prompt template) in comments posted to the Haley Musicbloggers Weblog (as “Music Buddies” in the Haley Music Technology Lab).
They will create Dreamers dance improvisations to portray both the words from the poems in The Dream Keeper Wordle and their own Dream Cloud visuals.
They will create their own notated jazz Dream Keeper compositions (using a teacher created template).
They will creatively communicate a performance which will include all of the creative elements of the project both during an all-school assembly and in a videoconference collaborating with students from a partner school.
The students will storyboard and videotape the presentation using Flip cams, edit the video in iMovie, then, will post the edited video of the presentation is posted to SchoolTube.
The students will critique their performance of The Dream Keeper Project by posting comments (using the The Dream Keeper Project Critique template) in comments posted to the Haley Musicbloggers Weblog.
The students will collaborate in varying creative roles in the completion of the project: Readers (poetry), Singers (ostinatos), Writers (Dream Clouds on SMART Board and Haley Musicbloggers Weblog), Researchers (Langston Hughes) Players (The Dream Keeper Orff arrangement and jazz improvisation), Dancers (Dreamers dance improvisations), Artists (Scratch Dream Clouds), Composers (notated Dream Keeper improvisations), Conductor, Technicians (Smart Board files, digital recorder, music technology workstations, Tandberg Machine), and Videographers (Flip cams), Critics (The Dream Keeper Project Critique template).
During the course of the project the students will review the criteria included in the Music Project Collaboration Rubric and utilize the Music Project Collaboration Checklist as they collaborate as “Music Buddies” in varying roles in the completion of the project.

Infusing Web 2.0 and cloud Apps

Infusing Web 2.0 and Cloud Apps